AC9LS6U02 Year 5 Languages

AC9LS6U02 – Year 5 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

This Content Descriptor from Year 5 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions

Elaborations

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applying appropriate writing conventions and punctuation, such as inverted question and exclamation marks at the start of sentences, for example, ¿Qué tal? ¡Cuidado!; ¿Qué onda? ¿Qué hay de nuevo?
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noticing that there are multiple verbs in Spanish for ‘to be’, ser, for example, José es mi hermano and estar, for example, Estoy cansada, and experimenting with these in their own texts to show the different uses, for example, Tengo hambre. Hace sol
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constructing sentences using modelled forms of present and past tenses in context, for example, Ayer fui a la playa y hoy voy al parque, and describing intended actions using the near future tense ir + a + infinitive, for example, Mañana, Manuel va a cenar pollo.
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using a variety of verb forms, for example, the conditional mode as a formulaic, modelled expression, Me gustaría ser maestro de español. No me gustaría vivir en una ciudad grande.
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using a range of prepositions of location to give directions, for example, La biblioteca está al lado del hospital, La escuela está enfrente del parque
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using a range of questions to make requests or ask for specific information, for example, ¿Cuál es tu número de teléfono? ¿Quieres jugar en el patio? ¿Dónde estudias?
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linking ideas and providing more information using conjunctions such as y, pero, porque, también, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita es el pescado, pero también como carne.

Show 6 more elaborations

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indicating frequency using adverbs in sentences or responses to questions, such as siempre, a veces, nunca, and noticing the flexibility of word order in relation to verbs and adverbs, for example, En verano, voy siempre a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa
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using ordinal numbers, for example, Rosario Arjona es la primera de la lista. Luis vive en la quinta planta, and using knowledge of single and double-digit number patterns to count larger quantities
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consolidating the use of gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo. Las montañas rocosas son muy bonitas.
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using a wide range of comparatives, for example, tan … como …, más … que …, menos … que…, Australia es más grande que Europa
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applying the omission of subject pronouns by looking at verb endings and conjugations, for example, vivo en Australia, (Ella) Es Lourdes, Estudio en la escuela
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recognising similar spelling stems such as pera, mandarina, piña, piscina, including composite words, for example, educación física, centro comercial, estación de tren, polideportivo

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANSPAF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Spanish language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Spanish or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules of pronunciation and intonation in spoken Spanish. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Spanish. They compare language structures and features in Spanish and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.